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Biomedical subjects

C G Roland

Publications and source records attributed to C G Roland.

At least 19 recordsLinked to original sources
PubMed1976

A mandatory course in scientific writing for undergraduate medical students.

All students at Mayo Medical School take a course in scientific writing during their sophomore and junior years. Early in the sophomore year they receive a self-instructional text designed to help them avoid 15 common writing faults. Comparison of pretest and posttest results for two classes, with a total of 89 students, indicates significant improvement (p less than .001). Later in his sophomore year, each student writes a minithesis; and during his junior year he reports on work done in a clinical or laboratory research project, preparing it as a paper submissible to a scientific journal. Professional editors work as preceptors with the students, critiquing their manuscripts, which are revised until they receive satisfactory ratings.

Education, Medical, Undergraduate↗
PubMed1975

Time lapse between hypothesis and publication in the medical sciences.

We studied a number of factors involved in the publication of 103 papers by Mayo Clinic authors. Basic-science and clinical-research articles averaged about four years from initiating the research idea until publishing; case reports averaged about two years, and literature reviews three years. Of this time, 75 per cent was spent contemplating the basic idea, performing the research, and writing the paper. The rest was required for processing, from institutional editing through publication. Most clinical workers wrote at home, and most basic researchers at the office. In a suprising 23 per cent of papers, about three fourths of the manuscript was written by someone other than the first author. Of references cited, between 10 per cent and 20 per cent were to the authors' own work or to that of co-workers. Half the papers were revised or rejected at least once, prolonging the journal handling time only in papers rejected or requiring more than one revision.

Authorship↗
PubMed1975

An undergraduate program in family medicine in a setting that lacked a clinical base in that discipline.

When a medical school rises anew, lacking encrusted traditions, many difficult situations lend themselves to naive-but n not therefore necessarily trivial-solutions. When Mayo Medical School began, the moral and pragmatic pressures to provide instruction in family medicine came together. To many observers, the whole concept had connotations of incredibility. How could a subspecialty medical institution like Mayo undertake to offer such instruction? Yet now, as we approach the enrollment of our fourth class, a Department of Family Medicine exists in Mayo Medical School. Every student in his or her sophomore year has 4 weeks of instruction in family medicine-2 weeks of relatively didactic introduction and 2 weeks of preceptorship. In addition, the junior and senior classes must elect a "track," and one of the seven available tracks is in family medicine. For the class of 1976, 12 of the 39 students are in the family medicine track and for the class of 1977, 15 of 39.

Communication↗